Curr culum Leadersh p

ADMN 6140

CLASS #2

Fall ‘11

Objectives

1. Discuss IAA Project Expectations2. Discuss Grading And Assessment Guidelines3. Describe and Assess Myths about Instructional

Alignment4. Describe and Analyze the Impact of System

Alignment

Housekeeping

1. Read the Syllabus2. Contact your Mentor

• Introduce yourself• Ask this question: What do I need to do to be successful in Dr. D’s

class?3. Explore the IN*SITEnetwork

• join the Curriculum Leadership • Ask to be included in at least 3 other groups• Navigate around the site• Download the PowerPoints from Week 1 and Week 2• Add “friends” and send someone an email from inside the

IN*SITEnetwork• Read some of Dr. D’s Blogs. Add a comment if the spirit moves you!

5. Visit Gmail• Set it up to forward your Gmail to your home email account or phone

6. Visit Google docs• Play around with programs: document, spreadsheet, presentation

7. Download “Prisoners of Time” from Class Resources and begin reading it.

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with your partner and get feedback • Share with MD

Brasher 1

Wingate 1

Feaster 2

Hackett 2

Hopper 3

Hubers 3

Costa 4

Parry 4

Pearson 5

Peters 5

Steele 6

Thompson 6

Willis 6

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with and get feedback from your partner shown below• Share with MD

Allen, 1Briggs, 1Costner, 2Hutchens, 2Robinson, 2

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with and get feedback from your partner shown below• Share with MD

Baker 1

Chrismon 1

DelliSanti 2

Earnhardt 2

Earnhardt 3

Hollar 3

Lowman 4

Kuss 4

Marsh 5

McCrimmon 5

Morris 6Myers 6

Raso 7

Reile 7

Thiery 8

Vinson 8

Walters 9

Williams 9

Curr culum Leadersh p

A Second Look At The Syllabus

Total Instructional Alignment

The Dog Lesson

Labrador retrievers come three solid colors Black, yellow, and chocolate

If you encounter a big black dog with a white spot on his chest, you will know that he is not a purebred Lab.

The Dog Lesson

Labrador retrievers begin as cute puppies but soon grow into big dogs. Females can weigh between 65-75 pounds. Males can weigh 75-120 pounds. Owning a dog this size is like owning a small horse!

There many things you must consider before owning a large dog. Do I have enough time? Do I have enough space for

exercise? Do I have a lot valuable items

on my coffee table?

The Dog Lesson

At dog shows Labs are in the sporting class division.

They have the characteristics of active hunting dogs Excellent swimmers Retrieve instinctively Keen senses Great strength Very intelligent

They are very aware of their surroundings and their keen senses which make them excellent guide dogs and drug dogs.

The Dog Lesson

Because labs are so obedient you will see many in the obedience ring at dog shows as you will in the conformation ring.

Most labs have sweet dispositions. Their natureis to please people and theylove everyone!

So if you want a guard dog for protection, a lab is probablynot a good choice.

At best a lab might lick them to death!

The Dog Test1. Draw two show-ring patterns

a judge may ask a dog handler to use during conformation judging.

2. Distinguish between obedience and conformation judging.

3. What color puppies are possible when a black lab is bred to a yellow lab?

4. True or False. Labs are considered working class dogs?

5. Name four class divisions a dog can be entered in during conformation judging.

6. Why do lab owners need big backyards

7. A Lab must accumulate 15 points to become a champion. How many of these points must be accumulated at major shows?

8. Describe what it means when a dog is entered as a “Special” during competition.

9. What does the competition title, “Best of Breed” mean?

10.List three characteristics of a good hunting dog.

Total Instructional Alignment

Introduction

Common Alignment Myths

1. This too shall pass… What is the source of this “wisdom”? What effect does it have on improvement? Why? Examples from your experience?

2. We can continue to use the same methods we have always used to produce higher levels of student achievement against more rigorous standards What do you think? When time is held constant, what happens to

learning? Why? How do standards change the constant?

Common Alignment Myths

3. Were just teaching the test How prevalent is this idea in your experience? Why is it ill conceived? What should we teach? Why?

4. Standards stifle my creativity as a teacher. Compare these two paintings? Which artist has

the most talent? Why?

Common Alignment Myths

5. Curriculum Alignment = Instructional Alignment CA – Written curriculum is aligned to standards and

assessment IA - Ultimate impact is on teacher’s behavior in

classroom6. LYNT-TYNT-NYNT

Education sales is big business and you are the consumer of those trying to sell you THEIR innovations

Technology is the answer! Yeah, right.7. But we just got these new textbooks …

Finish this sentence: If the textbook is my curriculum...8. Of course the standards are in my lesson

plans What do you do if you do not understand a standard?

The Dennis Monroe Story

Read or re-read pages 14-17

What insights to IA did you gain?

How does your current teaching practices compare to the DMS? Your school?

Total Instructional Alignment

What is Total Instruction Alignment?

1. Align of the System

Lisa also calls this systemic alignment Brainstorm synonyms with a partner What insights did you gain? Apply the synonyms to schools How are we doing in system alignment? How does this connect to Deming’s idea of PK?

What is competency buck passing? When was the last time you had a conversation with a teacher of

a feeder school or a school to which you feed about IA? Why? Is this so difficult?

Describe the supply chain needed to build a car? Who talks to whom in the chain? Why?

Critical Questions: What do we mean by “the system in place?” What exactly are we aligning? What can we expect if we do not align the system?

What insights can we gain from this Venn diagram?

Align Standards, Curriculum, and Assessments

2. Align of Standards, Curriculum, and Assessments

Question for curriculum guides Are the guides aligned with the most recent

standards? Do teachers have a clear understanding of

what students are supposed to learn and how it will be assessed?

Do teachers typically build lessons from the guides? What is the result if they do not use the guides? What happens if a teacher uses the curriculum

guide to design lesson plans but doesn’t clearly understand the learning expectations?

Do teachers at different grade levels ever teach the same concepts?

3. Align Instructional Practices in the Classroom

What does this mean to you? The basic tools

Clear learning goals in the form of specific and measurable behavioral goals Why should teachers write their own objectives? Why

not depend on the textbook or the curriculum guide? Broad Learning goals broken down into curriculum

maps Must reverse-engineer the process Year – Semester – Quarter – Unit – Week – Day

Develop appropriate assessments Develop congruent activities Secure resources (materials, time, space)

Critical Questions Who aligns curriculum practices? Elmore’s

connection?

Unaligned Classroom System

What can we expect from this configuration?

Unaligned Classroom System

What can we expect from this configuration?

Aligned Classroom System

What can we expect from this configuration?

Curriculum Alignment – View 2

EC

OAG

INTK

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with your partner and get feedback • Share with MD

Brasher 1

Wingate 1

Feaster 2

Hackett 2

Hopper 3

Hubers 3

Costa 4

Parry 4

Pearson 5

Peters 5

Steele 6

Thompson 6

Willis 6

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with and get feedback from your partner shown below• Share with MD

Allen, 1Briggs, 1Costner, 2Hutchens, 2Robinson, 2

For Next Week

1. Read through Chapter 32. Contact your mentor if you haven’t done that yet3. Using Google docs, outline a timeline for completing your

Curriculum Analysis Project• Share with and get feedback from your partner shown below• Share with MD

Baker 1

Chrismon 1

DelliSanti 2

Earnhardt 2

Earnhardt 3

Hollar 3

Lowman 4

Kuss 4

Marsh 5

McCrimmon 5

Morris 6Myers 6

Raso 7

Reile 7

Thiery 8

Vinson 8

Walters 9

Williams 9